In the United States, many adolescent girls experience sexual harassment before they leave high school, and between 20% and 25% of college women are survivors of sexual assault. Despite the many negative consequences associated with these experiences, perpetrating sexual harassment and assault is often viewed as normative. Using Bronfenbrenner’s bioecological theoretical framework, we propose a bioecological theory of the perpetration and tolerance of sexual harassment of girls. We propose children’s proximal and distal contexts contribute to the endorsement of sexualized gender stereotypes, which in turn impacts high rates of both perpetration and acceptance of sexual harassment. We discuss the ways that three important microsystems—parents, peers, and schools—contribute to this acceptance. We also propose that key components of media within the exosystem work to further normalize sexual harassment of girls and women. These contexts inform children’s development, creating a culture that is permissive of sexual harassment, resulting in high rates of sexual harassment and assault in adolescence and emerging adulthood. Implications of our proposed theory for policymakers, teachers, parents, and researchers are discussed.

Sexual harassment (SH) in schools is unwanted and unwelcome behavior of a sexual nature that, when severe, offensive, and pervasive, creates a hostile environment that is prohibited under Title IX of the Education Amendments of 1972. In the current mixed methods study, using analyses of school policies and reports, and student survey and qualitative data, we examined (a) whether public high schools’ policies about SH were in compliance with Title IX guidance, (b) whether SH policies were related to alumni's knowledge and attitudes about their schools’ SH policies, and (c) whether SH policies were related to alumni's experiences with and reporting of SH. Results indicated that, of the 172 school districts within one state, only one‐fourth of the school districts had SH policies in which SH was clearly defined and in which there were noted consequences for perpetrating SH. Despite students experiencing SH, very few students ever reported SH to an adult at school. However, of the small number of students who reported SH to an adult at school, 87.5% went to a school with an explicit SH policy. Many students stated that they did not report SH because they did not trust adults to handle it fairly or effectively.

No abstract

No abstract

Gender refers to the social relationships between males and females in terms of their roles, behaviours, activities, attributes and opportunities, and which are based on different levels of power. Gender interacts with, but is distinct from, the binary categories of biological sex. In this paper we consider how gender interacts with the 2030 agenda for sustainable development, including sustainable development goal (SDG) 3 and its targets for health and well-being, and the impact on health equity. We propose a conceptual framework for understanding the interactions between gender (SDG 5) and health (SDG 3) and 13 other SDGs, which influence health outcomes. We explore the empirical evidence for these interactions in relation to three domains of gender and health: gender as a social determinant of health; gender as a driver of health behaviours; and the gendered response of health systems. The paper highlights the complex relationship between health and gender, and how these domains interact with the broad 2030 agenda. Across all three domains (social determinants, health behaviours and health system), we find evidence of the links between gender, health and other SDGs. For example, education (SDG 4) has a measurable impact on health outcomes of women and children, while decent work (SDG 8) affects the rates of occupationrelated morbidity and mortality, for both men and women. We propose concerted and collaborative actions across the interlinked SDGs to deliver health equity, health and well-being for all, as well as to enhance gender equality and women's empowerment. These proposals are summarized in an agenda for action.